Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School

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Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement (2017, background): “According to previous research, positive student–teacher relationships foster students’ self-regulatory and socio-emotional skills growth and how students exhibit emotional and behaviour problems (Berry & O’Connor, 2010; O’Connor et al., 2011).”
ADHD symptoms and the teacher–student relationship: a systematic literature review (2019, methodology): “The importance of high-quality relationships between teachers and students has been widely investigated (e.g., Camp 2011; Graziano et al. 2007; Hattie 2009; Murray 2002; Nurmi 2012; O’Connor, Dearing, and Collins 2011; Pianta 1999; Roorda et al. 2011).”
Conflictual student–teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims (2018, result): “These results are compatible with previous findings indicating that a low-quality relationship with teachers can have a pejorative effect on students’ current behavioral and emotional problems, leading to a worsening of internalising and externalising symptoms (Meehan et al., 2003; O’Connor et al., ”